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THEORETICAL BASE OF ENGLISH EDUCATION.
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ASSIGNMENT
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Submitted by,
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DIVYA G J
ENGLISH OPTIONAL
Submitted to,
paser
Anamika B S
Lecturer in English
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2. TOPICS
COLLABORATIVE LEARNING
COPORATIVE LEARNING
INTERACTIVE LEARNING
HETEROGENEOUS GROUP

3. INDEX
Topic Page number
Introduction 1
content 2-8
conclusion 9

4. INTRODUCTION
Learning is the act of acquiring new, or modifying and
reinforcing, existing knowledge, behaviors, skills, values, or preferences and may
involve synthesizing different types of information. The ability to learn is
possessed by humans, animals and some machines. Progress over time tends to
follow learning curves. Learning is not compulsory; it is contextual. It does not
happen all at once, but builds upon and is shaped by what we already know. To
that end, learning may be viewed as a process, rather than a collection of factual
and procedural knowledge. Learning produces changes in the organism and the
changes produced are relatively permanent.

5. COLLABORATIVE LEARNING
Collaborative learning is a situation in which two or more people learn or attempt
to learn something together. Unlike individual learning, people engaged in
collaborative learning capitalize on one another’s resources and skills. More
specifically, collaborative learning is based on the model that knowledge can be
created within a population where members actively interact by sharing
experiences and take on asymmetry roles. Put differently, collaborative learning
refers to methodologies and environments in which learners engage in a common
task where each individual depends on and is accountable to each other. These
include both face-to-face conversations and computer discussions (online forums,
chat rooms, etc.). Methods for examining collaborative learning processes
include conversation analysis and statistical discourse analysis.
Collaborative learning is heavily rooted in Vygotsky’s views that there exists an
inherent social nature of learning which is shown through his theory of zone of
proximal development. Often, collaborative learning is used as an umbrella term
for a variety of approaches in education that involve joint intellectual effort by
students or students and teachers. Thus, collaborative learning is commonly
illustrated when groups of students work together to search for understanding,
meaning, or solutions or to create an artifact or product of their learning. Further,
collaborative learning redefines traditional student-teacher relationship in the
classroom which results in controversy over whether this paradigm is more
beneficial than harmful. Collaborative learning activities can include collaborative
writing, group projects, joint problem solving, debates, study teams, and other
activities. The approach is closely related to cooperative learning.
Alternatively, collaborative learning occurs when individuals are actively engaged
in a community in which learning takes place through explicit or implicit
collaborative efforts. Collaborative learning has often been portrayed as solely a
cognitive process by which adults participate as facilitators of knowledge and
children as receivers. However, Indigenous communities of the Americas illustrate
that collaborative learning occurs because individual participation in learning
occurs on a horizontal plane where children and adults are equal. Thus

6. collaborative learning also occurs when children and adults in engage play, work,
and other activities together.
Cooperative learning
Cooperative learning is an educational approach which aims to organize
classroom activities into academic and social learning experiences. There is much
more to Cooperative Learning than merely arranging students into groups, and it
has been described as "structuring positive interdependence."Students must work
in groups to complete tasks collectively toward academic goals. Unlike individual
learning, which can be competitive in nature, students learning cooperatively can
capitalize on one another’s resources and skills (asking one another for
information, evaluating one another’s ideas, monitoring one another’s work, etc.).
Furthermore, the teacher's role changes from giving information to facilitating
students' learning. Everyone succeeds when the group succeeds. Ross and Smyth
(1995) describe successful cooperative learning tasks as intellectually demanding,
creative, open-ended, and involve higher order thinking tasks. Five essential
elements are identified for the successful incorporation of cooperative learning in
the classroom. The first and most important element is Positive Interdependence.
The second element is individual and group accountability. The third element is
(face to face) promotive interaction. The fourth element is teaching the students the
required interpersonal and small group skills. The fifth element is group
processing.
Students’ learning goals may be structured to promote cooperative, competitive, or
individualistic efforts. In every classroom, instructional activities are aimed at
accomplishing goals and are conducted under a goal structure. A learning goal is a
desired future state of demonstrating competence or mastery in the subject area
being studied. The goal structure specifies the ways in which students will interact
with each other and the teacher during the instructional session. Each goal
structure has its place (Johnson & Johnson, 1989, 1999). In the ideal classroom,
all students would learn how to work cooperatively with others, compete for fun
and enjoyment, and work autonomously on their own. The teacher decides which

7. goal structure to implement within each lesson. The most important goal structure,
and the one that should be used the majority of the time in learning situations, is
cooperation.

8. Interactive Learning
Interactive Learning is a pedagogical approach that incorporates social
networking and urban computing into course design and delivery. Interactive
Learning has evolved out of the hyper-growth in the use of digital technology and
virtual communication, particularly by students. Beginning around 2000, students
entering institutes of higher education have expected that interactive learning will
be an integral part of their education. The use of interactive technology in learning
for these students is as natural as using a pencil and paper were to past generations.
The Net Generation is the first generation to grow up in constant contact with
digital media. Also known as digital natives their techno-social, community bonds
to their naturalized use of technology in every aspect of learning, to their ability to
learn in new ways outside the classroom, this generation of students is pushing the
boundaries of education. The use of digital media in education has led to an
increase in the use of and reliance on interactive learning, which in turn has led to a
revolution in the fundamental process of education.
Increasingly, students and teachers rely on each other to access sources of
knowledge and share their information, expanding the general scope of the
educational process to include not just instruction, but the expansion of knowledge.
The role change from keeper of knowledge to facilitator of learning presents a
challenge and an opportunity for educators to dramatically change the way their
students learn. The boundaries between teacher and student have less meaning with
interactive learning.

9. HETEROGENEOUS GROUPS
Heterogeneous Groups are groups that include students with a wide variety of
instructional levels. Heterogeneous Groups stem from the education precept that a
positive interdependence can arise from students with varied learning levels
working together and helping each other to reach an instructional goal.
Heterogeneous grouping is a type of distribution of students among various
classrooms of a certain grade within a school. In this method, children of
approximately the same age are placed in different classrooms in order to create a
relatively even distribution of students of different abilities as well as different
educational and emotional needs. Gifted children will be scattered throughout the
various grade level classrooms, rather than all together in one classroom.
The perspectives, experiences, and backgrounds of all students are important for
enriching learning in the classroom. As learning beyond the classroom increasingly
requires understanding diverse perspectives, it is essential to provide students
opportunities to do this in multiple contexts in schools. In collaborative classrooms
where students are engaged in a thinking curriculum, everyone learns from
everyone else, and no student is deprived of this opportunity for making
contributions and appreciating the contributions of others.
Thus, a critical characteristic of collaborative classrooms is that students are not
segregated according to supposed ability, achievement, interests, or any other
characteristic. Segregation seriously weakens collaboration and impoverishes the
classroom by depriving all students of opportunities to learn from and with each
other. Students we might label unsuccessful in a traditional classroom learn from

10. "brighter" students, but, more importantly, the so-called brighter students have just
as much to learn from their more average peers. Teachers beginning to teach
collaboratively often express delight when they observe the insights revealed by
their supposedly weaker students.
Thus, shared knowledge and authority, mediated learning, and heterogeneous
groups of students are essential characteristics of collaborative classrooms. These
characteristics, which are elaborated below, necessitate new roles for teachers and
students that lead to interactions different from those in more traditional
classrooms.
CONCLUSION
Human learning may occur as part of education, personal development, schooling,
or training. It may be goal-oriented and may be aided by motivation Learning may
occur as a result of habituation or classical conditioning, seen in many animal
species, or as a result of more complex activities such as play, seen only in
relatively intelligent animals. Learning may occur consciously or without
conscious awareness. Learning that an aversive event can't be avoided nor escaped
is called learned helplessness. There is evidence for human behavioral
learning prenatally, in which habituation has been observed as early as 32 weeks
into gestation, indicating that the central nervous system is sufficiently developed
and primed for learning and memory to occur very early on in development.